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1
Atik Ma'rifatun Afifah. "PSIKOLOGI HUMANISTIK: Victor Frankl dan Ki Ageng Suryomentaram (KAS)." Nathiqiyyah 3, no. 1 (June 30, 2020): 58–67. http://dx.doi.org/10.46781/nathiqiyyah.v3i1.100.
Full textAbstract:
Psikologi humanistik berbicara tentang potensi manusia untuk menyelesaikan masalah yang dihadapinya. Kebanyakan yang diketahui atau dianut sebagai psikologi humanistic terdapat dari barat, seperti Abraham Maslow (1908-1970) memaparkan tentang teori hirarki kebutuhan, Carl Roger (1902-1987) memaparkan teori client-centered therapy dan Victor Frankl (1905- 1997) memaparkan teori logoterapi. Sedangkan dari lokal terdapat KAS (Ki Ageng Suryamentaram) (1892-1962) memaparkan teori kawruh jiwa. Tulisan ini bertujuan untuk mengkomparasikan teori psikologi barat ( Frankl) dan lokal (KAS). Penelitian ini termasuk jenis penelitian kepustakaan (library research) yang bersifat penelitian kualitatif. Peneliti menggunakan pendekatan hermeneutik (interpretasi gramatik) untuk menerjemahkan makna humanistik. Dari beberapa teori psikologi humanistic baik barat maupun lokal, mempunyai persamaan dan perbedaan. Meskipun barat lebih berkembang psikologi humanistic, Tak dapat dipungkiri bahwa lokal pun mempunyai konsep teori psikologi humanistic yang lebih dulu diaplikasikan.
Kata Kunci: psikologi, humanistik, Frankl (kebermaknaan), KAS (kawruh jiwa)
2
Dudung Hamdun and Nurul Islam. "Humanistic Approaches in Learning Arabic to Increase Motivation of Students' Learning." Edulab : Majalah Ilmiah Laboratorium Pendidikan 8, no. 2 (December 28, 2023): 177–93. http://dx.doi.org/10.14421/edulab.2023.82.05.
Full textAbstract:
This study aims to determine how the implementation of the humanistic approach in learning Arabic and to determine its effect on increasing student learning motivation. The applied humanistic approach adopts the principles of Gestalt theory. i.e., humanistic teachers believe that students will be motivated to study teaching materials if they are related to their needs and wants; educational goals should encourage students' desire to learn; humanistic educators believe that grades are irrelevant and only self-evaluation is meaningful; do not separate cognitive and affective domains; and learn without threat. The results show that the implementation of the humanistic approach in Arabic language learning is in accordance with the principles of Gestalt. The implementation of the humanistic approach in Arabic language learning is also able to increase students' learning motivation. This can be seen from the statistical significance value (2-tailed) of 0.000 <0.05 between the pre-test and post-test results, which means there is a significant difference. These results can be concluded that through the implementation of a humanistic approach to learning Arabic can increase student motivation. So that the alternative hypothesis, which states that the implementation of a humanistic approach in learning Arabic can increase the learning motivation of students in class X IPA 1 is proven or accepted,. Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pendekatan humanistik dalam pembelajaran bahasa arab dan untuk mengetahui pengaruhnya terhadap peningkatan motivasi belajar siswa. Pendektan humanistik yang diterapkan mengadopsi prinsip teori Gestalt. yaitu guru yang humanis percaya bahwa siswa akan termotivasi untuk mengkaji bahan ajar jika terkait dengan kebutuhan dan keinginannya; tujuan pendidikan harus mendorong keinginan siswa untuk belajar; pendidik yang humanis percaya bahwa nilai tidak relevan dan hanya evaluasi diri yang bermakna; tidak memisahkan domain kognitif dan afektif; dan belajar tanpa ancaman. Hasil penelitian menunjukkan bahwa implementasi pendekatan humanistik dalam pembelajaran bahasa Arab sudah sesuai dengan prinsip-prinsip Gestalt. Penerapan pendekatan humanistik dalam pembelajaran bahasa Arab juga mampu meningkatkan motivasi belajar siswa. Hal ini terlihat dari nilai statistik signifikansi (2-tailed) sebesar 0,000 < 0,05 antara hasil pre-test dan post-test yang berarti terdapat perbedaan yang signifikan. Hasil ini dapat disimpulkan bahwa melalui implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa. Sehingga hipotesis alternatif yang menyatakan implementasi pendekatan humanistik dalam pembelajaran bahasa Arab dapat meningkatkan motivasi belajar siswa kelas X IPA 1 terbukti atau diterima.
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Derolez, Albert. "The Nomenclature of Humanistic Scripts." Quaerendo 41, no. 1-2 (2011): 162–71. http://dx.doi.org/10.1163/001495211x572111.
Full textAbstract:
AbstractProposal for a new classification and nomenclature of Humanistic book scripts, in the line of the classification and nomenclature of Gothic book scripts developed by G.I. Lieftinck and J.P. Gumbert and augmented and systematized by myself. Three basic types are distinguished: Humanistica Textualis, Humanistica Semitextualis and Humanistica Cursiva.
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‘Adziima, Mavatih Fauzul. "Psikologi Humanistik Abraham Maslow." Jurnal Tana Mana 2, no. 2 (January 14, 2022): 86–93. http://dx.doi.org/10.33648/jtm.v2i2.171.
Full textAbstract:
Psikologi Humanistik biasa disebut dengan psikologi kemanusiaan adalah suatu pendekatan yang menerapkan dengan pengalaman tingkah laku manusia, yang memusatkan pada aktualisasi diri dari seorang manusia. Dalam tulisan ini juga membahas salah satu dari pakar psikologi humanistik yaitu Abraham maslow. Dalam tulisan ini juga disebutkan kelebihan dari psikologi humanistik misalnya Pembelajaran dengan teori ini sangat cocok diterapkan untuk materi-materi pembelajaran yang bersifat pembentukan kepribadian, dan contoh dari kelemahan psikologi humanistik yaitu Siswa yang tidak mau memahami potensi dirinya akan ketinggalan dalam proses belajar. Psikologi humanistik juga memberikan sumbangsihnya bagi pendidikan alternatif yang dikenal dengan sebutan pendidikan humanistik (humanistic education). Pendidikan Humanistik mengupayakan agar keseluruhan individu berusaha mengembangkan potensi yang ada pada dirinya keseluruhan melalui pembelajaran nyata. Pengembangan aspek emosional, sosial, mental, dan keterampilan dalam berkarier menjadi fokus dalam model pendidikan humanistic.
Kata Kunci: Psikologi Humanistik, Abraham Maslow, Psikologi Kemanusiaan
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Rahman, Musthofa. "Pemikiran Pendidikan Humanistik dalam Islam." Hikmah: Journal of Islamic Studies 13, no. 2 (September 15, 2017): 111. http://dx.doi.org/10.47466/hikmah.v13i2.155.
Full textAbstract:
Since its birth, Islam has brought a humanitarian mission as it is
manifested in the apostolate of Muhammad with the main vision
of mercy and kindness to humankind. Islamic education is built
on the humanitarian mission with a goal to humanize humans
(humanization). In other words, Islamic education is very close
to human values. The thought about education that humanizes
humans brings to the concept of humanistic education. The
concept of humanistic education is strongly influenced by three
philosophical thoughts namely pragmatism, progressivism, and
existentialism. Each of them contributes a lot to the thoughts
of humanistic education. Humanistic is interpreted more asone
approach of education that uses humanism approach. This paper
explores the process of humanizing humans (humanization) in
the concept of humanistic education as an issue and the main
goal since the birth of Islam. The process of humanizing people in
Islamic education is manifested in the process of humanization,
liberation, and transcendence which have strong roots in the
teachings of Islam.
Keywords: Islam, education, humanistic, and humanization.
Sejak kemunculannya, Islam membawa misi kemanusiaan
sebagaimana termanifestasi dalam kerasulan Muhammad dengan
visi utama memberikan rahmat dan kebaikan kepada seluruh umat
manusia. Pendidikan Islam dibangun di atas misi kemanusiaan
tersebut dengan tujuan memanusiakan manusia (humanisasi).
Dengan kata lain, pendidikan Islam sangat dekat dengan nilainilai kemanusiaan. Pemikiran mengenai pendidikan yang
memanusiakan manusia itulah yang melahirkan konsep pendidikan
humanistik. Konsep pendidikan humanistik sangat dipengaruhi
oleh tiga pemikiran filsafat yaitu pragmatisme, progresivisme, dan
eksistensialisme. Masing-masing dari ketiga pemikiran tersebut
memberi kontribusi besar bagi bangunan pemikiran pendidikan
humanistik. Humanistik lebih dimaknai sebagai salah satu
pendekatan pendidikan yang menggunakan kacamata humanisme.
Tulisan ini mengetengahkan proses memanusiakan manusia
(humanisasi) dalamkonseppendidikanhumanistiksebagaipersoalan
yang sudah sejak kemunculan Islam menjadi tujuan utama.Proses
memanusiakan manusia dalam pendidikan Islam termanifestasikan
dalam proses humanisasi, liberasi, dan transendensi yang memiliki
akar kuat dalam ajaran-ajaran Islam.
Kata kunci: Islam, pendidikan, humanistik, humanisasi
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Supriyanto, Supriyanto. "Humanistic Education in Abdurrahman Wahid’s." Edugama: Jurnal Kependidikan dan Sosial Keagamaan 4, no. 2 (December 31, 2018): 21–32. http://dx.doi.org/10.32923/edugama.v4i2.688.
Full textAbstract:
Human values are one of the main components of concern in the education field. One of the Muslim scholars who had very high concern for issues related to humanity was Abdurrahman Wahid or who was familiarly called Gus Dur. For Gus Dur, appreciation of human values is at the core of the teachings of Islam. The emphasis on understanding humanity provides a basis for the humanistic attitude that Gus Dur wanted to build. Humanistic education in the concept of Gus Dur is a discussion of human values voiced by Gus Dur which includes universal humanity, human rights and justice. Therefore, this paper intends to discuss humanistic education in Gus Dur's perspective. Keywords: Nilaihumanistic education, human right, justice, Abdur Abstrak rahman Wahid nilai kemanusiaan adalah salah satu komponen utama yang menjadi perhatian di bidang pendidikan. Salah satu cendekiawan Muslim yang memiliki kepedulian yang sangat tinggi terhadap masalah yang berkaitan dengan kemanusiaan adalah Abdurrahman Wahid atau yang akrab disapa Gus Dur. Bagi Gus Dur, penghargaan terhadap nilainilai kemanusiaan adalah inti dari ajaran Islam. Penekanan pada memahami kemanusiaan memberikan dasar bagi sikap humanistik yang ingin dibangun oleh Gus Dur. Pendidi kan humanistik dalam konsep Gus Dur adalah diskusi tentang nilainilai kemanusiaan yang disuarakan oleh Gus Dur yang mencakup kemanusiaan universal, hak asasi manusia dan keadilan. Oleh karena itu, makalah ini bermaksud membahas pendidikan humanistik dalam perspektif Gus Dur.
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WAROHMAH, MAWADDAH. "PENGARUH PERSEPSI ATAS PENDEKATAN HUMANISTIK DAN KECEMASAN BELAJAR TERHADAP KEMAMPUAN PEMECAHAN MASALAH STATISTIKA." SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA 3, no. 3 (September 29, 2023): 194–201. http://dx.doi.org/10.51878/science.v3i3.2466.
Full textAbstract:
The influence of perceptions of a humanistic approach and learning anxiety on statistical problem solving abilities. The purpose of this research is to determine 1) the influence of perceptions of the humanistic approach and learning anxiety together on statistical problem solving abilities, 2) the influence of perceptions of the humanistic approach on statistical problem solving abilities, and 3) the influence of learning anxiety on statistical problem solving abilities. The research method used is a survey method. The analysis technique used in this research is Multiple Regression. The sample in this research was 75 private university students in Bekasi. The research results prove that (1) there is a significant influence of perceptions of the humanistic approach and learning anxiety together on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and Fh = 210.973. (2) there is a significant influence of the perception of a humanistic approach on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and th = 7.366. (3) there is a significant influence of learning anxiety on statistical problem solving abilities. This is proven by the acquisition of the Sig value. 0.000 < 0.05 and th = 9.349. Practically, this research can make a positive contribution to improving the teaching of statistics courses, namely by increasing statistical problem solving abilities through increasing perceptions of the humanistic approach and reducing learning anxiety. To improve statistical problem solving abilities, lecturers must try to stimulate the level of perception of the humanistic approach and learning anxiety to be even better. ABSTRAKPengaruh persepsi atas pendekatan humanistik dan kecemasan belajar terhadap kemampuan pemecahan masalah statistika. Tujuan penelitian ini untuk mengetahui 1) pengaruh persepsi atas pendekatan humanistik dan kecemasan belajar secara Bersama-sama terhadap kemampuan pemecaham masalah statistika, 2) pengaruh persepsi atas pendekatan humanistik terhadap kemampuan pemecaham masalah statistika, dan 3) pengaruh kecemasan belajar terhadap kemampuan pemecaham masalah statistika. Metode penelitian yang digunakan adalah metode survei. Teknik analisis yang digunakan pada penelitian ini adalah Regresi Berganda. Sampel dalam penelitian ini sebanyak 75 mahasiswa Perguruan Tinggi Swasta di Bekasi. Hasil penelitian membuktikan bahwa (1) terdapat pengaruh yang signifikan persepsi atas pendekatan humanistik dan kecemasan belajar secara bersama-sama terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan Fh = 210,973. (2) terdapat pengaruh yang signifikan persepsi atas pendekatan humanistik terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 7,366. (3) terdapat pengaruh yang signifikan kecemasan belajar terhadap kemampuan pemecahan masalah statistika. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 9,349. Secara praktis penelitian ini dapat memberikan sumbangan yang positif bagi perbaikan pengajaran mata kuliah statistika yaitu melalui peningkatan kemampuan pemecahan masalah statistika melalui peningkatan persepsi atas pendekatan humanistik dan penurunan kecemasan belajar. Untuk meningkatkan kemampuan pemecahan masalah statistika, dosen harus berupaya menstimulus agar tingkat persepsi atas pendekatan humanistik dan kecemasan belajar lebih baik lagi.
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Firmansyah, Muhammad Hendra. "PENDEKATAN HUMANISTIK PENDEKATAN HUMANISTIK DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 LUMAJANG." Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora 7, no. 2 (June 30, 2021): 59–67. http://dx.doi.org/10.37567/alwatzikhoebillah.v7i2.628.
Full textAbstract:
ABSTRACT
The concept of humanistic education is education that has principles to humanize humans such as education that explores, respects, serves, and helps students develop their potential with the aim of making students a generation that is intelligent, religious and has good character. Education has many obstacles and very complex problems. Various factors including the development of science and technology have led to changes in the behavior of adolescents, especially high school students, who commit crimes such as immoral crimes and so on. This moral degradation causes PAI teachers to try to educate students not to be carried away by the current of modernization which has a negative impact by instilling religious values. However, in reality, many people think that PAI is not important. A different phenomenon occurs in one high school in Lumajang City, namely SMAN 1 Lumajang. Where students really like PAI lessons because learning PAI at school is carried out with a humanistic approach. This journal discusses the implementation of the humanistic approach in Islamic Education lessons and also the constraints and reasons for using humanistic theory in Islamic Education learning. The research method used is qualitative research methods.
Keywords: Approach, Humanistic, Pendidikan Agama Islam
ABSTRAK
Konsep pendidikan humanistik adalah pendidikan yang memiliki prinsip untuk memanusiakan manusia seperti pendidikan yang menggali, menghargai, melayani, dan membantu siswa mengembangkan potensi yang dimiliki dengan tujuan agar siswa menjadi generasi yang cerdas, religius dan berakhlakul karimah. Pendidikan banyak mengalami kendala dan permasalahan yang amat komplek. Berbagai faktor termasuk perkembangan IPTEK menyebabkan perubahan tingkah laku remaja khususnya siswa/siswi SMA banyak melakukan tindak kriminalitas seperti kejahatan asusila dan sebagainya. Degradasi moral inilah yang menyebabkan guru PAI berusaha untuk mendidik murid agar tidak terbawa dengan arus modernisasi yang membawa dampak negatif dengan menanamkan nilai-nilai keagamaan. Namun pada kenyataannya banyak yang menganggap pelajaran PAI itu tidak penting. Fenomena berbeda terjadi pada salah satu SMA di Lumajang yaitu SMA Negeri 1 Lumajang. Dimana para siswa sangat menyukai pelajaran PAI karena pembelajaran PAI disekolah tersebut dilakukan dengan pendekatan humanistik. Jurnal ini membahas mengenai implementasi pendekatan humanistik pada pelajaran PAI dan juga kendala serta alasan menggunakan teori humanistik dalam pembelajaran PAI. Metode penelitian yang digunakan adalah metode penelitian kualitatif.
Kata Kunci : Pendekatan, Humanistik, Pendidikan Agama Islam
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Abdullah, Muhammad Luthfi, Handayani Nila Praja, Diana Mahendra, and Busro Busro. "Religious Cultural-based Educational Model Through Mentoring to Form Islamic Humanistic Values." Istawa: Jurnal Pendidikan Islam 5, no. 1 (February 18, 2020): 1. http://dx.doi.org/10.24269/ijpi.v5i1.2234.
Full textAbstract:
The problem challenge in Education in Indonesia is actions that decrease human dignity. One of them is corruption that becomes a big agenda to be fought in this country. Besides, sexual abuse to children also needs to be taken care of. That is why efforts to return humanistic values are required to be alternatives in education. Consent and planned knowledge which tries to restore human dignity can be formed through culture. Mentoring program is one of the activities that can be used in developing religious culture. This research was aimed to: find out how humanistic and spiritual cultural-based education model is employed through mentoring, and find out how the education model influences humanistic values. This research employed a mixed method. The mixed-method design used is a sequel exploratory design. The research subjects are integrated internship students of Universitas 17 Agustus 1945 Cirebon. The results of this research showed that; there were three activities as results of mentoring that described humanistic and religious cultural-based education model, those are physical development, social service, and public work for the environment; those three activities gave positive influences towards the forming of humanistic values.Tantangan masalah dalam pendidikan di Indonesia adalah tindakan yang menurunkan martabat manusia. Salah satunya adalah korupsi yang menjadi agenda besar untuk diperangi di negeri ini. Selain itu, pelecehan seksual kepada anak-anak juga perlu diperhatikan. Oleh karena itu diperlukan upaya untuk mengembalikan nilai-nilai humanistik sebagai alternatif dalam pendidikan. Persetujuan dan pendidikan terencana yang mencoba mengembalikan martabat manusia dapat dibentuk melalui budaya. Program pendampingan adalah salah satu kegiatan yang dapat digunakan dalam mengembangkan budaya agama. Penelitian ini bertujuan untuk mendeskripsikan bagaimana model pendidikan berbasis budaya humanistik dan agama dilakukan melalui pendampingan, dan mendeskripsikan bagaimana model pendidikan mempengaruhi nilai-nilai humanistik. Penelitian ini menggunakan metode campuran. Desain metode campuran yang digunakan adalah desain eksplorasi sequal. Subjek penelitian adalah mahasiswa magang terintegrasi Universitas 17 Agustus 1945 Cirebon. Hasil penelitian ini menunjukkan bahwa ada tiga kegiatan sebagai hasil pendampingan yang menggambarkan model pendidikan berbasis budaya humanistik dan agama, yaitu pengembangan fisik, pelayanan sosial, dan pekerjaan bersama untuk lingkungan; ketiga kegiatan tersebut memberikan pengaruh positif terhadap pembentukan nilai-nilai humanistik.
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Yuliandri, Miki. "Pembelajaran Inovatif di Sekolah Berdasarkan Paradigma Teori Belajar Humanistik." Journal of Moral and Civic Education 1, no. 2 (December 31, 2017): 101–15. http://dx.doi.org/10.24036/8851412020171264.
Full textAbstract:
This research aims to describe the paradigm of humanistic learning theory in implementing innovative learning in elementary school. The method used in this research is library research which data comes from various sources, both from libraries and various websites that exist on the internet. The source are books, encyclopedias, dictionaries, journals, documents, magazines, and others. Techniques in collecting data that used in this study is documentation. Furthermore, the data analysis technique used in this research is content analysis. The results of this study attempt to illustrate that innovative learning is a learning designed by teachers in new way. The new design made to facilitate learners in building knowledge in the process of behavior change. In addition, the theory of humanistic learning is a theory that helps learners to enjoy learning on subject matter in developing the potential of students themselves to a better direction. Thus, humanistic learning theory can be used to implement innovative learning in primary schools. Humanistic learning theory emphasizes guidance education, develops and directs students basic potential in terms of cognitive, affective, and psychomotor.
Keywords: learning theory, humanistic, innovative learning
ABSTRAK
Penelitian ini bertujuan untuk menggambarkan paradigma teori belajar humanistik dalam mengimplementasikan pembelajaran inovatif di sekolah dasar. Metode yang digunakan dalam penelitian ini yaitu metode library research yang data-datanya berasal dari berbagai sumber, baik dari perpustakaan maupun berbagai website yang ada di internet meliputi buku, ensiklopedi, kamus, jurnal, dokumen, majalah, dan lain-lain. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi. Selanjutnya, teknik analisis data yang digunakan dalam penelitian ini yaitu analisis isi. Hasil penelitian ini berusaha menggambarkan bahwa pembelajaran inovatif merupakan pembelajaran yang dirancang oleh guru yang sifatnya baru, untuk menfasilitasi peserta didik dalam membangun pengetahuannya pada proses perubahan perilaku. Di samping itu, teori belajar humanistik merupakan sebuah teori yang membantu peserta didik untuk senang belajar pada suatu objek atau materi pelajaran dalam mengembangkan potensi diri peserta didik ke arah yang lebih baik. Dengan demikian teori belajar humanistik dapat digunakan untuk mengimplementasikan pembelajaran inovatif di sekolah dasar. Teori belajar humanistik menekankan pada pendidikan membimbing, mengembangkan dan mengarahkan potensi dasar peserta didik baik dari segi kognitif, afektif, dan psikomotor.
Kata kunci: teori belajar, humanistik, pembelajaran inovatif
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Prabawa, Anarbuka Kukuh, A. M. Susilo Pradoko, and Cipto Budy Handoyo. "PERSPEKTIF PENDIDIKAN SENI MUSIK BERORIENTASI HUMANISTIK." Imaji 19, no. 1 (July 18, 2021): 55–63. http://dx.doi.org/10.21831/imaji.v19i1.37093.
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Kajian ini merupakan hasil analisis kritis terhadap konsep pendidikan seni musik dengan berpusat pada orientasi humanistik. Orientasi humanistik berarti siswa dianggap sebagai subjek yang mandiri bukan sebagai objek didik.Peran pendidik disini memberikan pengalaman kepada siswa bagaimana cara untuk berekspresi, mengapresiasi, berkreasi, serta juga membentuk sebuah rangkaian harmonisasi yang melahirkan keindahan dalam rangka menumbuhkan kesadaran, kemandirian, dan tanggung jawab yang tinggi sebagai hakikat manusia yang seutuhnya. Sementara paradigm objektivasi murid dengan memberikan materi, pengetahuan hafalan dan ujian pilihan ganda menjadi model pembelajaran dominan. Penerapan pendidikan seni musik dengan berorientasi humanistik dilaksanakan penerapannya secara menyeluruh agar siswa mengerti dan mampu memahami makna inti dari belajar musik mencakup pengetahuan, keterampilan berkreativitas music dan sikap mandiri dalam penempilan musik.Kata Kunci : pendidikan musik, humanistik, subjek mandiri ABSTRACT This study is the result of a critical analysis of the concept of music education with a humanistic orientation centered on it. Humanistic orientation means that students are considered as independent subjects, not as objects of learning. The role of educators here is to provide students with experience on how to express, appreciate, be creative, and also form a series of harmonization that gives birth to beauty to foster awareness, independence, and responsibility that high as a complete human nature. Meanwhile, the objectivation paradigm of students by providing material, rote knowledge, and multiple-choice exams is the dominant learning model. The application of music education with a humanistic orientation is carried out as a whole so that students understand and can understand the core meaning of learning music including knowledge, musical creativity skills, and independent attitudes in musical performance. Keywords: Music Education, Humanistic, Independent. Subject
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Lošonc, Alpar. "Samorazumevanje krize humanistike protiv „invazivne” instrumentalne racionalnosti." Anafora 7, no. 2 (2020): 341–66. http://dx.doi.org/10.29162/anafora.v7i2.3.
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Rad se sastoji iz tri dela sa uvodom i konkluzijom. U prvom delu humanistika se sagledava u perspektivi humanizacije i objašnjava se zašto tumačenje njene krize nije samorazumljivo. Na osnovu toga se tretiraju simptomi krize humanistike sada već na osnovu samorazumevanja izabranih aktera čime se tematizuju takvi fenomeni kao što je situacija u obrazovanju, kao i konstelacija određenih oblika znanja koji su neizostavni u pogledu političkog uokvirenja demokratizacije. Osovina kriznih samotumačenja se prezentuje u tome što postoji hegemonski oblik ekonomske racionalnosti koji „invazivnim ispoljavanjem“ transformiše okvire humanistike. Kako može humanistika da reaguje na nastalu situaciju? U drugom delu se traži odgovor upravo na ovo pitanje: koje oblike refleksivnosti može ona da razvija da bi se opirala pomenutoj hegemoniji? Humanistika sadrži u sebi idiosinkratične potencijale koji joj omogućavaju da rastvori vladajuće ideologeme u pogledu instrumentalne racionalnosti i utilitarizma. „Ekonomska humanistika“ je oblik refleksije za humanistiku koja se konfrontira sa pomenutom hegemonijom. U trećem delu se krizom određena humanistika kontekstualizuje posredstvom istorijske dinamike apstraktnosti i pokazuje se zašto je humanistici stalo do toga da reflektira na savremenu finalizaciju apstraktnosti povodom humanizacije. Najzad, iznosi se tvrdnja da mada sadašnja ekspanzija apstraktnosti pogađa humanistiku, kriza podrazumeva postojanje prostora mogućnosti u kojem egzistira neodlučenost.
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Khidlir, Ivan, Husnul Khotimah, and Bagus Supriyadi. "Peningkatan Kepatuhan Pengobatan Hipertensi melalui Konseling Berbasis Humanistik." Jurnal Penelitian Perawat Profesional 1, no. 1 (November 30, 2019): 71–80. http://dx.doi.org/10.37287/jppp.v1i1.19.
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Orang dengan hipertensi wajib patuh dalam pengobatan hipertensi agar terhindar dari komplikasi yaitu kerusakan pada ginjal, jantung, dan otak. Tujuan penelitian ini melalui konseling berbasis humanistik adalah untuk mengetahui peningkatkan kepatuhan pengobatan hipertensi melalui konseling berbasis humanistik. Metode penelitian ini jenis kuantitatif yaitu Quasi Experimental Design bentuk Nonequivalent Control Group Design dengan 50 sample responden, 25 kelompok kontrol dan 25 kelompok perlakuan. Waktu penelitian ini dilakukan pada bulan April sampai dengan Mei tahun 2019 di posyandu lansia nuri I Desa Sumber Kemuning Kecamatan Tamanan Kabupaten Bondowoso. Penelitian eksperimen dengan uji wilcoxon signed rank testpre-test. Didapatkan pada kelompok kontrol p-value = 0,257 > 0,05 dan pada kelompok perlakuan p-value = 0,001 < 0,05. Uji mann-whitney nilai p-value = 0,018. Kesimpulan: pemberian konseling menggunakan metode berbasis humanistik yang dapat meningkatkan kepatuhan pengobatan hipertensi sehingga tidak terjadi komplikasi akibat hipertensi.
Kata kunci : hipertensi, humanistik, kepatuhan, konseling
EFFECTIVENESS OF GIVING COUNSELING BASED ON HUMANISTIC AND COUNSELING WITHOUT APPROACH TOWARD OBEDIENCE OF MEDICAL HYPERTENSION
ABSTRACT
People with hypertension are required to comply with they hypertension treatment, in order to be saved from complication. There are kidney, hearth disease, and brain. The purpose of this study is effort to know effectiveness of giving counseling based on humanistic and counseling without approach toward obedience of medical hypertension. This research method is quantities type, namely quasi experimental design. There is non equivalent control group design with 50 sample respondence, 25 of group control and 25 of group treatment. This research do in april till may 2019 in elderly posyandu nuri I Sumber Kemuning village Tamanan sub district in Bondowoso regency. Research experimental with test of Wilcoxon signed rank test pre-test, available in group control p-value = 0.257 > 0.05 and in group experiment p-value = 0.001 < 0.05 test of mann-whitney nilai p-value = 0.018. The result is there is a differences of effectiveness that significant toward giving counseling based on humanistic with giving counseling without approach. Hopefully to the medical officially to use counseling method based on humanistic. So that can increase the obedience of medical hypertension. So the obedience of medical hypertension can increase and nothing complication caused by hypertension.
Keywords: counceling, humanistic, hypertension, obedience
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Maria Shalom, Jemima, and Roce Marsaulina. "Aplikasi Teori Belajar Humanis Dalam Pendidikan Agama Kristen." JURNAL LUXNOS 7, no. 2 (December 16, 2021): 222–36. http://dx.doi.org/10.47304/jl.v7i2.150.
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Abstract: Humanistic Education Theory is humanizing humans. In its development, the model of Christian religious education must be humanistic that can be applied to all groups or individuals in accordance with heterogeneous social conditions, which are not only focused on formal religious education. How is the diversity and pattern of religious education carried out in accordance with the socio-psychology of students so that it is effective and on target. The method used in this writing is a qualitative method with literary studies. The application of humanistic theory refers more to the spirit or spirit during the learning process which colors the method applied. The teacher's role in humanistic learning is to become a facilitator for students. In this case, the teacher's role is very dominant in influencing all sides of students' lives because the teacher is considered a role model, role model and barometer in deciding and instilling all forms of positive attitudes to shape the character of their students. In this case we are taught to support each other to make our neighbors perfect like Christ. One of the principles of humanistic learning theory is that humans have the ability to learn naturally. That is, a person naturally has curiosity and a deep desire to explore the world. Abstrak: Teori pendidikan humanistik bertujuan untuk memanusiakan manusia. Pendidikan agama Kristen harus humanistik dalam proses perkembangannya, sehingga dapat diterapkan pada semua kelompok atau individu dalam berbagai kondisi sosial, dan tidak terbatas pada pendidikan agama formal. Bagaimana melaksanakan keragaman dan modus pendidikan agama menurut psikologi sosial peserta didik agar efektif dan tepat sasaran. Metode yang digunakan dalam penulisan ini adalah dengan kualitatif kajian ilmiah literatur. Pengoperasian proposisi humanistik mengacu pada semangat atau spirit dalam proses literasi yang mewarnai gaya-gaya yang diterapkan. Bagian dari preceptor dalam literasi humanistik adalah sebagai fasilitator bagi peserta didik. Dalam hal ini peran guru sangat dominan pengaruhnya di semua sisi kehidupan siswa karena guru dianggap sebagai bagian model, bagian model dan tanda dalam menentukan dan membiakkan segala bentuk sikap positif untuk membentuk karakter peserta didik. Dalam hal ini kita diajari untuk saling mendukung untuk menyempurnakan satu sama lain sebagai Kristus. Salah satu prinsip proposisi literasi humanistik adalah bahwa manusia memiliki kemampuan untuk belajar secara alami. Artinya, seseorang secara alami memiliki rasa ingin tahu yang mendalam dan keinginan untuk menjelajahi dunianya.
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Warmoth, Arthur. "Humanistic Psychology and Humanistic Social Science." Humanity & Society 22, no. 3 (August 1998): 313–19. http://dx.doi.org/10.1177/016059769802200306.
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Dierksmeier, Claus. "What is ‘Humanistic’ About Humanistic Management?" Humanistic Management Journal 1, no. 1 (July 28, 2016): 9–32. http://dx.doi.org/10.1007/s41463-016-0002-6.
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Aritonang, Oktober Tua. "THE EFFECT OF HUMANISTIC APPROACH ON STUDENTS’ LEARNING MOTIVATION OF CLASS XI OF SMA NEGERI 3 TARUTUNG DURING COVID-19 PANDEMIC." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 24, no. 2 (December 26, 2021): 224. http://dx.doi.org/10.24252/lp.2021v24n2i6.
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Abstract:The purpose of study is to determine whether there is a positive and significant effect of humanistic approach on learning motivation of class XI students of SMA Negeri 3 Tarutung during Covid-19 pandemic. This research is quantitative descriptive by using descriptive statistic method. The population is 143 students of class XI and the sample of 25%, namely 36 students were taken randomly. A closed questionnaire was used as the instrument for the data collection. The data processing and analysis techniques used simple linear regression method with t-test. The regression equation was Y = 2.5 + 0.21 X + e. The value of X was positive value, it indicated that the better humanistic approach is applied, the more student motivation will be. Based on the data analysis, it was known that the significance value of the humanistic approach variable was 0.047. The results show that the significance value (0.047) is smaller than the value of 0.050 (α). Therefore, it is concluded that H0 is rejected and Ha is accepted. It means that the humanistic approach has a positive and significant effect on students’ learning motivation. Abstrak: Tujuan penelitian ini untuk mengetahui ada tidaknya pengaruh yang positif dan signifikan pendekatan humanistik oleh guru terhadap motivasi belajar siswa kelas XI SMA Negeri 3 Tarutung pada masa pandemi Covid-19. Penelitianini deskriptif kuantitatif dengan menggunakan metode statistik deskriptif. Populasi 143 siswa kelas XI dan sampel 25 % yaitu 36 orang diambil secara random.Teknik pengumpulan data dengan angket tertutup. Teknik pengolahan dan analisis data menggunakan metode regresi linier sederhana dengan uji-t. Persamaan regresi yaitu Y = 2,5 + 0,21 X + e. Nilai X adalah nilai positif, ini menunjukkan bahwa semakin baik pendekatan humanistik dilakukanguru akan mengakibatkan motivasi belajar siswa semakin meningkat.Dari hasil analisis diketahui bahwa nilai signifikansi variabel pendekatan humanistik oleh guru adalah sebesar 0,047. Karena nilai signifikansi 0,047 lebih kecil daripada nilai 0,050 (α) maka disimpulkan bahwa H0 ditolak dan Ha diterima. Ini berarti bahwa pendekatan humanistik oleh guru mempunyai pengaruh yang positif dan signifikan terhadap motivasi belajar siswa.
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Nugroho, Citra Maulidyah Rahmawati, and Puguh Darmawan. "Implementasi Pembelajaran Berdiferensiasi dalam Perspektif Teori Belajar Humanistik pada Sekolah Dasar: Studi Literatur." Journal of Innovation and Teacher Professionalism 2, no. 3 (June 26, 2024): 282–90. http://dx.doi.org/10.17977/um084v2i32024p282-290.
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Penerapan pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik disarankan untuk diadopsi di Sekolah Dasar sebagai respons terhadap kompleksitas tantangan pendidikan di era 21. Pendekatan pembelajaran ini memiliki potensi untuk memfasilitasi pengembangan potensi dan kreativitas siswa secara lebih optimal, sambil menyediakan pengalaman pembelajaran yang disesuaikan dengan karakteristik, gaya belajar, dan tingkat kesiapan individu siswa. Tujuan artikel ini untuk menganalisis implementasi pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik di Sekolah Dasar. Penelitian ini menggunakan metode studi literatur dari berbagai sumber artikel pada jurnal elektronik. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi dalam perspektif teori belajar humanistik di Sekolah Dasar berhasil meningkatkan kreativitas dan pencapaian belajar siswa. Hal ini menegaskan pentingnya pendekatan ini dalam mengakomodasi keberagaman siswa untuk mengoptimalkan potensi dan kreativitas siswa. Siswa dapat belajar sesuai dengan karakteristik dan gaya belajar masing-masing dengan guru sebagai fasilitator. Penerapan ini direkomendasikan di Sekolah Dasar untuk mendukung proses pembelajaran yang intensif sesuai dengan kemampuan belajar siswa, sambil memastikan fasilitas pembelajaran yang memadai. Kata kunci: pembelajaran berdiferensiasi, sekolah dasar, studi literatur, teori belajar humanistik Implementation of Differentiated Learning in the Perspective of Humanistic Learning Theory in Elementary Schools: Literature Review The implementation of differentiated learning within of humanistic learning theory is recommended to be adopted in elementary schools in response to the complexity of educational challenges in the 21st century. This approach to learning has the potential to facilitate the development of students' potential and creativity more optimally, while providing a learning experience tailored to the characteristics, learning styles, and readiness levels of individual students. The aim of this article is to analyze the implementation of differentiated learning within the humanistic learning theory in elementary schools. This research employs a literature review method from various sources of articles in electronic journals. This study identifies that the implementation of differentiated learning within the perspective of humanistic learning theory in elementary schools has successfully enhanced students' creativity and academic achievements. This underscores the significance of this approach in accommodating student diversity to maximize their potential and creativity. Students can learn according to their characteristics and learning styles, with educators serving as facilitators. This implementation is recommended in elementary schools to support an intensive learning process tailored to students' learning abilities, while ensuring adequate learning facilities. Keyword: differentiated learning, elementary school, humanistic learning theory, literature review
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Darma Putra, Irdhan Epria. "HUMANISTIC THOUGHT IN MUSIC ARTS EDUCATION." Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni 25, no. 1 (June 20, 2023): 63. http://dx.doi.org/10.26887/ekspresi.v25i1.3261.
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Research is the foundation of music education that has a humanistic mind. This research was conducted to determine the initial study of learning that could have been more optimal. Music education has not been able to express freedom and maturity. This research is due to a need to foster students' sense of awareness and responsibility. This awareness can expand students' experiences in music in the surrounding environment. The research used literature studies from ten articles published in national journals and then abstracted to compare the findings. The results showed that music education focuses on art elements, including expressing, appreciating, creating, and creating harmony in the environment. Music arts education can motivate students to discover the character and personality of students in knowledge, potential, and positive behavior in the surrounding environment.Keywords: Musical Art; Humanistic PerspectivePEMIKIRAN HUMANISTIK DALAM PENDIDIKAN SENI MUSIKAbstrak Riset merupakan landasan pendidikan musik yang berwawasan humanistik. Penelitian ini dilakukan untuk menentukan pembelajaran pembelajaran awal yang bisa lebih optimal. Pendidikan musik belum mampu mengekspresikan kebebasan dan kedewasaan. Penelitian ini dilakukan karena adanya kebutuhan untuk menumbuhkan rasa kesadaran dan tanggung jawab siswa. Kesadaran tersebut dapat memperluas pengalaman siswa dalam bermusik di lingkungan sekitarnya. Penelitian ini menggunakan studi literatur dari sepuluh artikel yang diterbitkan di jurnal nasional dan kemudian disarikan untuk membandingkan temuan tersebut. Hasil penelitian menunjukkan bahwa pendidikan musik menitikberatkan pada unsur seni yang meliputi mengungkapkan, mengapresiasi, berkreasi, dan menciptakan keselarasan dalam lingkungan. Pendidikan seni musik dapat memotivasi siswa untuk menemukan karakter dan kepribadian siswa dalam pengetahuan, potensi, dan perilaku positif di lingkungan sekitarnyaKata Kunci: Seni Musik; Perspektif Humanistik
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Darwisy, Ivanka Harits, Henry Praherdhiono, and Made Duananda Kartika Degeng. "Dampak Keterampilan Dan Sikap Guru Sekolah Dasar Pasca Pelatihan Dan Pendampingan Desain Pembelajaran Humanistik." JKTP: Jurnal Kajian Teknologi Pendidikan 7, no. 2 (May 3, 2024): 079. http://dx.doi.org/10.17977/um038v7i22024p079.
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The purpose of this study is to determine the impact of skills and attitudes of elementary school teachers after training and Humanistic mentoring. In today's rapidly developing educational era, changes in learners are bound to occur. So there needs to be a renewal in the educational process by teachers, so that education is in accordance with the nature of education that exists to humanize humans (humanization). Humanistic Coaching is training that focuses on teachers in implementing humanistic principles in education holistically. This study used quantitative methods to measure changes in teacher performance before and after participation in the Humanistic Coaching program. The results showed that in general the improvement felt by teachers who had received mentoring and training for 2 years there was a change in skills and attitudes. The change in skills and attitudes is the result of a fairly long process. It is necessary for leaders and management to continue to accompany teachers who are in the process of experiencing gradual change. This is important for teachers in other places to know in order to be able to deal with diverse learners.AbstrakTujuan dari penelitian ini adalah mengetahui dampak keterampilan dan sikap guru sekolah dasar pasca pelatihan dan pendampingan Humanistik. Dalam era pendidikan saat ini yang sangat berkembang pesat, perubahan pada pebelajar pasti terjadi. Maka perlu adanya pembaharuan dalam proses pendidikan oleh guru, sehingga pendidikan sesuai dengan hakikat pendidikan yang ada untuk memanusiakan manusia (humanisasi). Coaching Humanistik adalah pelatihan yang memfokuskan pada guru dalam mengimplementasikan prinsip-prinsip humanistik dalam pendidikan secara holistik. Penelitian ini menggunakan metode kuantitatif untuk mengukur perubahan dalam kinerja guru sebelum dan sesudah partisipasi dalam pendampingan program Coaching Humanistik. Hasil penelitian menunjukkan bahwa secara umum peningkatan yang dirasakan oleh guru yang telah menerima pendampingan dan pelatihan selama 2 tahun ada perubahan keterampilan dan sikap. Perubahan keterampilan dan sikap tersebut merupakan hasil dari proses yang cukup panjang. Perlu bagi pimpinan dan manajemen untuk terus bersama mendampingi para guru yang sedang berproses mengalami perubahan yang bertahap. Hal ini menjadi penting untuk diketahui oleh guru di tempat lainnya agar mampu menghadapi pebelajar yang beraneka ragam.
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Apriani, Rizka, M. Ramli, Henny Indreswari, Hengki Tri Hidayatullah, and Salsabila Yuli Adys Hermawan. "Pengembangan Konten Multimedia Berbasis Case Method pada Sistem Pengelolaan Pembelajaran (SIPEJAR) Mata Kuliah Konseling Humanistik." Buletin Konseling Inovatif 3, no. 3 (October 30, 2023): 193–202. http://dx.doi.org/10.17977/um059v3i32023p193-202.
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Abstract: Guidance and counseling students as prospective counselors are required to have professional competence, especially in the process of counseling services. Humanistic counseling is one of the courses that must be mastered by students. This study aims to develop multi-media SIPEJAR content based on the case method for humanistic counseling courses. This research adapts the Research and Development model with stages of analysis, design, development, implementation, and evaluation. The instrument uses an accessibility rating scale to measure the acceptability of the prototype. The data uses percentage descriptive techniques and qualitative data to be obtained from criticism and suggestions. There are six types of media that are constructed into multimedia such as 1) motion graphics; 2) infographics; 3) presentation slides; 4) twelve handouts/handbooks; 5) audio; and 6) explainer videos. The results of the test assessment of media experts, materials, and prospective users showed a high score. It can be concluded that the case-method-based multimedia content for humanistic counseling courses developed meets accessibility including accuracy, usefulness, ease, and attractiveness and meets the criteria of being very accurate, very useful, very easy, and very interesting so that humanistic counseling learning can be implemented. Abstrak: Mahasiswa bimbingan dan konseling sebagai calon konselor diharuskan memiliki kompetensi professional khususnya dalam proses layanan konseling. Konseling humanistik adalah salah satu mata kuliah yang harus dikuasi oleh mahasiswa. Penelitian ini bertujuan untuk mengembangkan konten multimediea sipejar berbasis case method untuk mata kuliah konseling humanistik. Penelitian ini mengadaptasi model Research and Development dengan tahapan analisis, desain, pengembangan, implementasi dan evaluasi. Instrumen mengunakan skala penilaian aksebilitas untuk mengukur dari keberterimaan prototipe. Data menggunakan teknik deskriptif persentase dan data kualitatif agar didapatkan dari kritik dan saran. Terdapat enam jenis media yang di konstruk menjadi multimedia seperti 1) motiongraphic; 2) infografis; 3) slide presentasi; 4) belas hand out/ hand book; 5) audio; dan 6) video explainer. Hasil penilaian uji ahli media, materi dan calon pengguna menunjukkan skor yang tinggi. Dapat disimpulkan konten multimedia sipejar berbasis case method untuk matakuliah konseling humanistik yang dikembangkan memenuhi aksebilitas meliputi ketepatan, kegunaan, kemudahan, dan kemenarikan dan memenuhi kriteria sangat akurat, sangat berguna, sangat mudah dan sangat menarik, sehingga dapat diimplementasikan pembelajaran konseling humanistik.
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DeRobertis, Eugene M. "Humanistic Psychology." Journal of Humanistic Psychology 53, no. 4 (January 28, 2013): 419–37. http://dx.doi.org/10.1177/0022167812473369.
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Smith, M. Brewster. "Humanistic Psychology." Journal of Humanistic Psychology 30, no. 4 (September 1990): 6–21. http://dx.doi.org/10.1177/002216789003000402.
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Vasconcellos, John, and Mitch Saunders. "Humanistic Politics." Self & Society 14, no. 5 (September 1986): 217–20. http://dx.doi.org/10.1080/03060497.1986.11084795.
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Kurjo, Sabine. "Humanistic Psychology." Self & Society 16, no. 5 (September 1988): 229–32. http://dx.doi.org/10.1080/03060497.1988.11084940.
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Pruett, K. D. "Humanistic medicine." Academic Medicine 60, no. 4 (April 1985): 353. http://dx.doi.org/10.1097/00001888-198504000-00017.
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Shibles, Warren. "Humanistic art." Critical Review 8, no. 3 (June 1994): 371–92. http://dx.doi.org/10.1080/08913819408443344.
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Borgerson, Janet L. "Humanistic marketing." Consumption Markets & Culture 18, no. 2 (July 2014): 195–201. http://dx.doi.org/10.1080/10253866.2014.925689.
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Winchell, Dick G. "Humanistic geography." Humanistic Psychologist 13, no. 1 (1985): 16–22. http://dx.doi.org/10.1080/08873267.1985.9976720.
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LaFountain, Marc J. "Humanistic sociology." Humanistic Psychologist 13, no. 2 (1985): 18–27. http://dx.doi.org/10.1080/08873267.1985.9976728.
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Winchell, Dick G. "Humanistic geography." Humanistic Psychologist 28, no. 1-3 (2000): 343–52. http://dx.doi.org/10.1080/08873267.2000.9977000.
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LaFountain, Marc J. "Humanistic sociology." Humanistic Psychologist 28, no. 1-3 (2000): 369–81. http://dx.doi.org/10.1080/08873267.2000.9977002.
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Rowan, John. "Humanistic NVQs?" Self & Society 24, no. 4 (September 1996): 42–44. http://dx.doi.org/10.1080/03060497.1996.11085675.
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Kidman, Lynn. "Humanistic Pedagogy." Japanese Journal of Sport Education Studies 35, no. 2 (2015): 49. http://dx.doi.org/10.7219/jjses.35.2_49.
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Bardzell, Jeffrey, and Shaowen Bardzell. "Humanistic HCI." Synthesis Lectures on Human-Centered Informatics 8, no. 4 (September 11, 2015): 1–185. http://dx.doi.org/10.2200/s00664ed1v01y201508hci031.
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Shafer, Susanne M. "Humanistic Education." European Education 29, no. 1 (April 1997): 3–5. http://dx.doi.org/10.2753/eue1056-493429013.
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Bardzell, Jeffrey, and Shaowen Bardzell. "Humanistic HCI." Interactions 23, no. 2 (February 24, 2016): 20–29. http://dx.doi.org/10.1145/2888576.
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Chet Kozlowski. "Humanistic Purveyor." American Book Review 31, no. 5 (2010): 22–24. http://dx.doi.org/10.1353/abr.2010.0005.
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Ohlsen, Merle M. "Humanistic Teaching." Journal of Humanistic Education and Development 35, no. 3 (March 1997): 130–34. http://dx.doi.org/10.1002/j.2164-4683.1997.tb00362.x.
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Ehlisa, Ehlisa, Sahraini Sahraini, and Muhaemin Muhaemin. "Humanistic Horizons." International Journal of Asian Education 5, no. 1 (March 8, 2024): 53–62. http://dx.doi.org/10.46966/ijae.v5i1.372.
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This research delves into analyzing and comprehending humanistic attitudes within the management framework of the Youth Red Cross (PMR) organization at Madrasah Tsanawiyah Negeri Palopo. Employing a qualitative approach, data is gathered through interviews, observations, and subsequent analysis. The study encompasses various stakeholders: the Headmaster of MTsN Palopo serves as an informant to provide an overview of the school, while administrators relay information regarding the school's general profile. Facilitators from the Indonesian Red Cross (Palang Merah Indonesia) and participating teachers offer insights into activity implementation. Additionally, interviews with active student participants, including core committee members and department heads, capture their perspectives on activity execution. Findings reveal the pivotal role of humanism in PMR organization management. Members demonstrate a profound concern for fellow students' welfare, evidenced by humanitarian activities like social action and first aid training. Management ethos within the PMR organization also champions humanistic principles. Student leaders focus on service-oriented leadership and meticulous time management from planning to empowering PMR members to actively engage in altruistic endeavors. Humanistic values underpin the ethos of PMR organization management, fostering an environment conducive to leadership cultivation, first aid proficiency, and altruism. Central to this ethos is the ethos of caring for fellow members and students, laying a robust foundation for PMR activities and management steeped in human values. This environment not only supports leadership development but also emphasizes first aid training and mutual assistance, all centered on fostering humanistic values.
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Bradley, Jonathan. "Humanistic Geography." Groundings Undergraduate 4 (April 1, 2011): 57–66. http://dx.doi.org/10.36399/groundingsug.4.248.
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Science is adequate in describing the phenomena that we experience on a daily basis, however it fails to adequately capture or even understand the human agent in all its perceptions, illogicality, emotions and feelings. Humanistic geography is a strand of human Geography that endeavours to disclose the complexity and ambiguity of human interactions with, and perceptions of, space and place.
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Kunneman, Harry. "HUMANISTIC INFORMATION STUDIES: A PROPOSAL." Logeion: Filosofia da Informação 1, no. 2 (February 23, 2015): 5–22. http://dx.doi.org/10.21728/logeion.2015v1n2.p5-22.
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In this two-part paper I want to introduce a conceptual framework for Humanistic Information Studies. This framework is provisional. As it stands, its main use is to show a path for the further development of Information Studies in a critical and humanistic direction. In the first part of this two-part paper, I will focus on the epistemological questions connected with the conceptual foundations of Humanistic Information Studies (or HIS): what are the characteristics of the specific form of knowledge sought after in HIS. In the second part I will further elaborate the proposal developed in the first part from the standpoint of the specific, form of normative professionalism and of organizational transformation sought after and furthered by Humanistic Information Studies. ESTUDOS HUMANISTICOS DA INFORMAÇÃO: UMA PROPOSTAResumoNeste artigo, composto por duas partes, pretende-se introduzir uma quadro conceitual para os Estudos Humanísticos da Informação. Esta quadro é provisório. Do modo como está apresentado sua função principal é indicar um caminho para o desenvolvimento dos Estudos da Informação em um sentido crítico e humanista. A primeira parte do artigo concentram-se em questões epistemológicas relacionadas com fundamentos conceituais dos Estudos Humanísticos da Informação (EHI): quais são as características da específica forma de conhecimento buscadas para os EHI. Na segunda parte trata-se do desenvolvimento da proposta apresentada na primeira, partindo de um ponto de vista específico, a saber, uma forma de profissionalismo normativo e de transformação organizacional, buscados e promovidos pelos Estudos Humanísticos da Informação.
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Irani, Luthfita Cahya, Suwarjo Suwarjo, and Le Ngoc Ai Nhung. "Real-Life Problems to Increase the Critical Analysis Thinking Among Novice Counselors in Humanistic Counseling Courses: Is It Effective?" Jurnal Kajian Bimbingan dan Konseling 7, no. 3 (November 7, 2022): 89–104. http://dx.doi.org/10.17977/um001v7i32022p89-104.
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Abstract: This study aims to determine the effectiveness of using real-life problems to improve novice counsellors' critical analytical thinking in humanistic counselling courses. The research method uses an experiment with a pretest-posttest control group design. The instrument used is a critical-analytical thinking scale. The research sample used a purposive sampling technique, which consisted of 84 students of the 2018 Guidance and Counseling UNY Study Program who took the Humanistic Counseling course. The samples were separated into experimental and control groups of 42 students. The pre-test and post-test data were analyzed using an independent sample t-test using SPSS Amos 25 software. The results show that the use of real-life problems in the Humanistic Counseling course was proven effective in improving students' critical-analytical thinking as novice counsellors. As a result, students are more stimulated to practice analyzing cases in various ways and can activate their cognitive complexity processes as novice counsellors.
Abstrak: Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan masalah hidup riil untuk meningkatkan pemikiran kritis-analitis calon konselor pada mata kuliah konseling humanistik. Metode penelitian yang digunakna ialah eksperimen dengan rancangan pretest-posttest control group design. Instrumen yang digunakan ialah skala berpikir kritis-analitis. Sampel penelitian menggunakan teknik purposive sampling, yakni terdiri dari 84 mahasiswa angkatan 2018 porgram studi Bimbingan dan Konseling Universitas Negeri Yogyakarta yang menempuh mata kuliah Konseling Humanistik. Sampel dipisah pada kelompok eksperimen dan kelompok kontrol yang masing-masing berjumlah 42 mahasiswa. Data pre-test dan post-test dianalisis menggunakan independent sample t-test dengan menggunakan software SPSS Amos 25. Hasil penelitian menunjukkan bahwa, penggunaan masalah hidup riil pada mata kuliah konseling humanistik terbukti efektif meningkatkan pemikiran kritis-analitis mahasiswa calon konselor. Mahasiswa lebih terstimulasi untuk berlatih menganalisis kasus secara beragam serta mampu mengaktivasi proses kompleksitas kognitifnya sebagai calon konselor.
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Rasyid, Abdul. "Pendidikan Humanis dalam Pandangan Paulo Freire." Ekspose: Jurnal Penelitian Hukum dan Pendidikan 17, no. 1 (April 14, 2019): 514. http://dx.doi.org/10.30863/ekspose.v17i1.109.
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Humanistic education in the perspective of Paulo Freire teaches about position of educational process as a social transformation. Hence, providing humanistic society relates closely to the humanistic education. The perspective of Paulo Freire towards humanistic was influenced his social background that did not appreciate the humanistic values so that he tried to accelerate humanistic education through humanistic education.
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Gillespie, Michael Allen. "Montaigne's Humanistic Liberalism." Journal of Politics 47, no. 1 (February 1985): 140–59. http://dx.doi.org/10.2307/2131069.
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Chulha Shin. "About Things Humanistic." Review of Korean Cultural Studies 52, no. 52 (December 2015): 373–400. http://dx.doi.org/10.17329/kcbook.2015.52.52.013.
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Stack, George J. "Rorty’s Humanistic Pragmatism." International Philosophical Quarterly 32, no. 1 (1992): 130–32. http://dx.doi.org/10.5840/ipq199232160.
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Chiariello, Michael. "Rorty’s Humanistic Pragmatism." Newsletter of the Society for the Advancement of American Philosophy 18, no. 56 (1990): 21–23. http://dx.doi.org/10.5840/saap1990185614.
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Lang, Berel. "Rorty’s Humanistic Pragmatism." International Studies in Philosophy 25, no. 3 (1993): 133–34. http://dx.doi.org/10.5840/intstudphil199325339.
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Simmons, Lance. "Rorty’s Humanistic Pragmatism." American Catholic Philosophical Quarterly 66, no. 3 (1992): 387–89. http://dx.doi.org/10.5840/acpq199266324.
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